Professional Documents
Culture Documents
Shafermartin Student Yr 2
Shafermartin Student Yr 2
In this survey, Standards 1-6 are the Performance Expectations and Indicators for Educational Leaders,
developed by ELCC (Educational Leadership Constituent Council) in 2011 and modified by the MI state Board
of Education in 2012.
Please use the following rubric when deciding how to rate your current proficiency for each function within the
standard. For the purpose of this self-assessment, assume the role of either aspiring or practicing
administrator.
mdshafer@oakland.edu
Marty
Shafer
Q3. 2. Gender
Male
Female
2017
2018
2019
2020
Aspiring Administrator
Teacher
Teacher Leader
Principal
Assistant Principal
A building-level education leader applies knowledge that promotes the success of every student by
collaboratively facilitating the development, articulation, implementation, and stewardship of a shared school
vision of learning through the collection and use of data to identify school goals, assess organizational
effectiveness, and implement school plans to achieve school goals; promotion of continual and sustainable
school improvement; and evaluation of school progress, revision of school plans supported by school-based
stakeholders and local agencies.
Q7. 5. I understand and can collaboratively develop, articulate, implement, and steward a shared vision of
learning.
Beginning
Developing
Proficient
Exemplary
Not applicable
Q8. 6. I understand and can collect and use data to identify school goals, assess organizational effectiveness,
and implement plans to achieve school goals.
Beginning
Developing
Proficient
Exemplary
Not applicable
Q9. 7. I understand and can promote continual and sustainable school improvement.
Beginning
Developing
Proficient
Exemplary
Not applicable
Q10. 8. I understand and can evaluate school progress and revise school plans supported by school
stakeholders.
Beginning
Developing
Proficient
Exemplary
Not applicable
Q11. 9. I understand and can promote the effective use of technology in establishing, implementing,
evaluating, and improving a shared vision of learning.
Beginning
Developing
Proficient
Exemplary
Not applicable
A building-level education leader applies knowledge that promotes the success of every student by sustaining
a school culture and instructional program conducive to student learning through collaboration, trust and a
personalized learning environment with high expectations for students; creating and evaluating a
comprehensive, rigorous and coherent curricular and instructional school program; developing and
supervising the instructional and leadership capacity of school staff; and promoting the most effective and
appropriate technologies to support teaching and learning within a school environment.
Q13. 10. I understand and can sustain a school culture and instructional program conducive to student
learning through collaboration, trust, and a personalized learning environment with high expectations for
students.
Beginning
Developing
Proficient
Exemplary
Not applicable
Q14. 11. I understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and
instructional school program.
Beginning
Developing
Proficient
Exemplary
Not applicable
Q15. 12. I understand hiring practices of qualified and appropriate certification areas, foster, develop, and
supervise the instructional and leadership capacity of school staff.
Beginning
Developing
Proficient
Exemplary
Not applicable
Q16. 13. I understand and can promote the most effective and appropriate technologies to support teaching
and learning in a school environment.
Beginning
Developing
Proficient
Exemplary
Not applicable
Q18. 14. I understand and can monitor and evaluate teacher instruction, school management and operational
systems.
Beginning
Developing
Proficient
Exemplary
Not applicable
Q19. 15. I understand and can efficiently use human, fiscal, and technological resources to manage school
operations.
Beginning
Developing
Proficient
Exemplary
Not applicable
Q20. 16. I understand and can promote school-based policies and procedures that protect the welfare and
safety of students and staff within the school.
Beginning
Developing
Proficient
Exemplary
Not applicable
Q21. 17. I understand and can develop school capacity for distributed leadership.
Beginning
Developing
Proficient
Exemplary
Not applicable
Q22. 18. I understand and can ensure teacher and organizational time focuses on supporting high-quality
school instruction and student learning.
Beginning
Developing
Proficient
Exemplary
Not applicable
Q24. 19. I understand and can collaborate with faculty and community members by collecting and analyzing
information pertinent to the improvement of the school's educational environment.
Beginning
Developing
Proficient
Exemplary
Not applicable
Q25. 20. I understand and can mobilize community resources by promoting an understanding, appreciation,
and use of diverse cultural, social, and intellectual resources within the school community.
Beginning
Developing
Proficient
Exemplary
Not applicable
Q26. 21. I understand and can respond to community interests and needs by building and sustaining
productive school relationships with families and care givers.
Beginning
Developing
Proficient
Exemplary
Not applicable
Q27. 22. I understand and can respond to community interests and needs by building and sustaining
productive school relationships with community partners.
Beginning
Developing
Proficient
Exemplary
Not applicable
Q28. 23. I understand and can promote the effective use of technology in collaborating with faculty and
community members, responding to diverse community interests and needs, and mobilizing community
resources.
Beginning
Developing
Proficient
Exemplary
Not applicable
Beginning
Developing
Proficient
Exemplary
Not applicable
Q31. 25. I understand and can model principles of self-awareness, reflective practice, transparency, and
ethical behavior as related to their roles within the school.
Beginning
Developing
Proficient
Exemplary
Not applicable
Q32. 26. I understand and can safeguard the values of democracy, equity, and diversity within the school.
Beginning
Developing
Proficient
Exemplary
Not applicable
Q33. 27. I understand and can evaluate the potential moral and legal consequences of decision-making in the
school.
Beginning
Developing
Proficient
Exemplary
Not applicable
Q34. 28. I understand and can promote social justice within the school to ensure that individual student needs
inform all aspects of schooling.
Beginning
Developing
Proficient
Exemplary
Not applicable
A building-level education leader applies knowledge that promotes the success of every student by
understanding, responding to, advocating for student learning, and influencing the larger political, social,
economic, legal, and cultural context through advocating for school students, families, and caregivers; acting
to influence local, district, state, and national decisions affecting student learning in a school environment;
and anticipating and assessing emerging trends and initiatives in order to adapt school-based leadership
strategies.
Q35. 29. I understand and can advocate for school students, families and caregivers.
Beginning
Developing
Proficient
Exemplary
Not applicable
Q37. 30. I understand and can act to influence local, district, state, and national decisions affecting student
learning in a school environment.
Beginning
Developing
Proficient
Exemplary
Not applicable
Q38. 31. I understand and can anticipate and assess merging trends and initiatives in order to adapt school-
based leadership strategies.
Beginning
Developing
Proficient
Exemplary
Not applicable
Q42.
With the rapid changes happening in education and the emergence of new issues and concerns, we would
like to ask for your assistance in evaluating, modifying, and improving our programs. So that we may follow
up with you to offer support, gather your feedback and suggestions, as well as to invite you to future
networking opportunities, please provide your personal and work emails.
Work email
Other
Location Data